I enjoyed using the digital camera to record video in my LSN Government classes last week. Students created skits that showed their "due process" rights being ignored by the government. "Due Process" is a major feature of the Government HSA, and one of the most important items all students should know.
Students were given specific directions when making their skits. Each skit had to show at least 2 specific "due process" rights being violated; all students had to have a speaking part; students had to explain after their skit how the government violated their "due process" rights. Overall, the students enjoyed making these skits and watching themselves and their classmates afterwards.
I used Windows Movie Maker to edit and compress my videos in more manageable files. This was my first time using the program--it was easy to use, though I didn't use many of the advanced features of the program. I look forward to using the program to make more videos in other classes I teach. Videos are a great performance assessment--students have to prove they learned something by performing an original task. Performance assessments often provide a better formative assessment for teachers, since students can't hide by guessing on a multiple choice exam.
2. Civil Law Scenarios [Using Photo Story]
This is a Photo Story that I put together using the ELMO document camera. Students created different civil law scenarios that needed to include a written description and a picture of the scenario. At the end of class, our entire class decided who (plaintiff or defendant) had the preponderance of evidence = Which side had more convincing evidence and should win? I included a audio narration of the scenarios since the photographs of the images were small, making the text hard to read.
I used this Photo Story to review with some of my ESOL LSN classes, however, I had the most fun using this with my Advisory class. Because my 10th grade advisory students are learning LSN Government, this experience provided practice with a challenging part of the unit. Addtionally, students loved debating (critical thinking skills) which side should be liable or not liable. I look forward to using PhotoStory more often with future classes and assignments.
3. Marbury v. Madison Video
This video was created and edited by my student intern, Kevin Burke. When I created the due process skits (see above), Kevin was ill and missed out on the excitement of that experience. Kevin was so impressed at how motivated students became when they "acted", that he wanted to do a similar activity.
One of the most challenging items for students to learn are the many supreme court cases that are on unit exams and on the HSA. Kevin broke down the Marbury v Madison case into three acts, thus showing how the case evolved. The Marbury case established the precedent of judicial review (the main power of the Supreme Court). The purpose of making and viewing this video is to help students retain this important precedent of the court case. As you watch the video, you have to keep in mind these are ESOL students reading this skit--many of these students have only been living in the USA for less than five/four years.
In this video, Kevin took a scene from each of our three classes to compile a "Best of Video" montage of the skit. Kevin is in the works of creating a Photo Story project to help students remember the other seven Supreme Court cases that show up on the unit exam and HSA. I am lucky to have a creative student intern who shares my desire to infuse technology to make learning more fun for students.
4. The Creation of the United States (utilizing PhotoStory)
In this PhotoStory, students are reviewing how and why the 13 colonies became the United States of America. I used this PhotoStory to review Unit One for the Government HSA. PhotoStory is a great tool to help tell a story--if I taught history, I would use the computer program quite often becuase history is about telling different stories.
5. The Supreme Court Case Photostory my AP students and I created:
Here you can view a photostory that reviews 40 Supreme Court cases for my AP US Government and Politics course. The students made the drawings--I narrated each case and put the 40 items together into a Photo Story. This project will help students prepare for a quiz on the cases and prepare students for the AP exam on May 4. This took a long time to compile and create!
Maryland Teacher Technology Standards V. Integrating Technology into the Curriculum and Instruction
1.Select and apply research-based practices for integrating technology into instruction.
2.Use appropriate instructional strategies for integrating technology into instruction.
3.Select and use appropriate technology to support content-specific student learning outcomes.
4.Develop an appropriate assessment for measuring student outcomes through the use of technology.
Manage a technology-enhanced environment to maximize student learning.
VI. Assistive Technology 1. Identify and analyze assistive technology resources that accommodate individual student learning needs.2. Apply assistive technology to the instructional process and evaluate its impact on learners with diverse backgrounds, characteristics and abilities. Reflection:
I have been using the digital camera more as a video recorder than as a camera. Students love the idea of being videotaped because they get to see themselves and their friends when the product is played. I utilized Microsoft Moviemaker to edit and import some very simple graphics/transitions. Not only have I been using the camera with my students, however, my University of Maryland intern has been using the camera to motivate students. As you can see from the different artifacts, we have been busy using our new technology tools to make learning more fun for our students.
Image by FlamingText.com
1. Due Process Video
I enjoyed using the digital camera to record video in my LSN Government classes last week. Students created skits that showed their "due process" rights being ignored by the government. "Due Process" is a major feature of the Government HSA, and one of the most important items all students should know.
Students were given specific directions when making their skits. Each skit had to show at least 2 specific "due process" rights being violated; all students had to have a speaking part; students had to explain after their skit how the government violated their "due process" rights. Overall, the students enjoyed making these skits and watching themselves and their classmates afterwards.
I used Windows Movie Maker to edit and compress my videos in more manageable files. This was my first time using the program--it was easy to use, though I didn't use many of the advanced features of the program. I look forward to using the program to make more videos in other classes I teach. Videos are a great performance assessment--students have to prove they learned something by performing an original task. Performance assessments often provide a better formative assessment for teachers, since students can't hide by guessing on a multiple choice exam.
2. Civil Law Scenarios [Using Photo Story]
This is a Photo Story that I put together using the ELMO document camera. Students created different civil law scenarios that needed to include a written description and a picture of the scenario. At the end of class, our entire class decided who (plaintiff or defendant) had the preponderance of evidence = Which side had more convincing evidence and should win? I included a audio narration of the scenarios since the photographs of the images were small, making the text hard to read.
I used this Photo Story to review with some of my ESOL LSN classes, however, I had the most fun using this with my Advisory class. Because my 10th grade advisory students are learning LSN Government, this experience provided practice with a challenging part of the unit. Addtionally, students loved debating (critical thinking skills) which side should be liable or not liable. I look forward to using PhotoStory more often with future classes and assignments.
3. Marbury v. Madison Video
This video was created and edited by my student intern, Kevin Burke. When I created the due process skits (see above), Kevin was ill and missed out on the excitement of that experience. Kevin was so impressed at how motivated students became when they "acted", that he wanted to do a similar activity.
One of the most challenging items for students to learn are the many supreme court cases that are on unit exams and on the HSA. Kevin broke down the Marbury v Madison case into three acts, thus showing how the case evolved. The Marbury case established the precedent of judicial review (the main power of the Supreme Court). The purpose of making and viewing this video is to help students retain this important precedent of the court case. As you watch the video, you have to keep in mind these are ESOL students reading this skit--many of these students have only been living in the USA for less than five/four years.
In this video, Kevin took a scene from each of our three classes to compile a "Best of Video" montage of the skit. Kevin is in the works of creating a Photo Story project to help students remember the other seven Supreme Court cases that show up on the unit exam and HSA. I am lucky to have a creative student intern who shares my desire to infuse technology to make learning more fun for students.
4. The Creation of the United States (utilizing PhotoStory)
In this PhotoStory, students are reviewing how and why the 13 colonies became the United States of America. I used this PhotoStory to review Unit One for the Government HSA. PhotoStory is a great tool to help tell a story--if I taught history, I would use the computer program quite often becuase history is about telling different stories.
5. The Supreme Court Case Photostory my AP students and I created:
Here you can view a photostory that reviews 40 Supreme Court cases for my AP US Government and Politics course. The students made the drawings--I narrated each case and put the 40 items together into a Photo Story. This project will help students prepare for a quiz on the cases and prepare students for the AP exam on May 4. This took a long time to compile and create!
Maryland Teacher Technology Standards
V. Integrating Technology into the Curriculum and Instruction
1. Select and apply research-based practices for integrating technology into instruction.
2. Use appropriate instructional strategies for integrating technology into instruction.
3. Select and use appropriate technology to support content-specific student learning outcomes.
4. Develop an appropriate assessment for measuring student outcomes through the use of technology.
Manage a technology-enhanced environment to maximize student learning.
VI. Assistive Technology
1. Identify and analyze assistive technology resources that accommodate individual student learning needs. 2. Apply assistive technology to the instructional process and evaluate its impact on learners with diverse backgrounds, characteristics and abilities.
Reflection:
I have been using the digital camera more as a video recorder than as a camera. Students love the idea of being videotaped because they get to see themselves and their friends when the product is played. I utilized Microsoft Moviemaker to edit and import some very simple graphics/transitions. Not only have I been using the camera with my students, however, my University of Maryland intern has been using the camera to motivate students. As you can see from the different artifacts, we have been busy using our new technology tools to make learning more fun for our students.